While all children need both a body of knowledge and some basic skills to enable them to be functionally literate, a rapidly changing society demands that young people be able to rise above such rote, factual levels to think critically, and creatively; to be flexible, and spontaneously to be able to solve ill structured, ambiguous problems in areas in which they have little first hand information.
This article has exercised a great influence on the 21st Century Learning Initiative’s thinking. It originally appeared in the Winter, 1991 issue of American Educator, the journal of The American Federation of Teachers, and is reprinted here with permission.
Central to the Initiative’s thinking is the concept of cognitive apprenticeship
Apologies to whoever the artist was who simply presented me with his set of sketches made while I was talking and which he later combined with some of the slides. Education 2000, An Artist’s View
Capturing the interest of the Head Masters’ Conference
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